Changes in Regular Class Teachers' Consciousness About Special Needs Education After Receiving Support From Special Needs Education Coordinators

MIYAKI Hideo, KIFUNE Noriyuki

doi:10.6033/tokkyou.52.13

Bibliographic Information

Other Title

特別支援教育コーディネーターからの支援による学級担任の特別支援教育に対する意識の変容プロセス
トクベツシエンキョウイクコーディネーターカラノシエンニヨルガッキュウタンニンノトクベツシエンキョウイクニタイスルイシキノヘンヨウプロセス

Search this article

Abstract

The purpose of the present study was to examine the process of change in the consciousness about special needs education of teachers of regular classes as a result of support they received from special needs education coordinators. Teachers (N=7) of regular classes in an elementary school were interviewed, and the verbatim records of those interviews analyzed using the modified grounded theory approach (M-GTA). The following processes were identified: (a) the teachers recognized problems that their students and the students' parents had; (b) then, the teachers consulted with the coordinators, and modified their behavior; (c) after the classroom situation had improved, the teachers' consciousness about special needs education changed. Examination of the process of change in the teachers' consciousness about special needs education suggested that the teachers' positive consciousness about special needs education came out of the cycle of support from the coordinators and the teachers' modifications of their own behavior. These results suggest that changes in teachers' consciousness may lead to positive behavior, such as asking coordinators for more support, self-study about special needs education, and improvements in the method of teaching students and in correspondence with students' parents.

Journal

The Japanese Journal of Special Education

The Japanese Journal of Special Education 52 (1), 13-24, 2014

The Japanese Association of Special Education

Keywords

Details 詳細情報について

Export